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I am currently a high school Spanish teacher and have experience at the elementary, middle, and high school levels. I am seeking a master's degree in Guidance and School Counseling and hope to one day work in the school district where I am currently employed. I plan to use my Spanish-speaking skills by working at a school in need of bilingual services. Due to the growing number of Spanish-speaking individuals in Texas, having a bilingual counselor seems to be a high need in schools. I look forward to serving students from all cultures and backgrounds in my career in the future.

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Exploration Option 2 - American School Counselor Association Website  (Step 2)

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Exploration Option 2 - American School Counselor Association Website  (Step 2)

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#1 - Child Abuse Reporting
One legal issue found on the website involves the state laws concerning reporting child abuse. In the state of Texas, if employees of a district suspect a child has been abused or neglected, they must report the incident within 48 hours. Individuals may not rely on others to make the report for them (ASCA, 2019).

#2 - Dual Relationships
The website explores the legal and ethical implications regarding dual relationships with students. A video is provided on the website for individuals to learn more about specific court cases involving counselors and boundary violations (ASCA, 2018).

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Home - American School Counselor Association (ASCA)

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Exploration Option 2 - National School Boards Association  (Step 2) 

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Exploration Option 2 - National School Boards Association  (Step 2) 

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#1 - Bullying
In the state of Texas,  bullying involves harassment while on school property or at a school sponsored event. School districts are required by law to address bullying in the student code of conduct. Victims may transfer to a different classroom or campus at the request of the parent (NSBA, 2012).

#2 - Off-campus, Online Student Speech
The website provides multiple court cases involving students who were off-campus but were disciplined for some sort of online speech. A chart is provided with the court cases, facts, holdings, and legal standards (NSBA, 2011).

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We are the leading advocate for public education

Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. We believe education is a civil right necessary to the dignity and freedom of the American people, and all children should have equal access to an education that maximizes his or her individual potential.

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Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. We believe education is a civil right necessary to the dignity and freedom of the American people, and all children should have equal access to an education that maximizes his or her individual potential.

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Exploration Option 3 - Education Week Article (Step 2)

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Exploration Option 3 - Education Week Article (Step 2)

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Students Anonymously Reporting Incidents on School Campuses

The article focuses on a court hearing involving middle school students from Kentucky. Students spoke up against the issue of vaping in public school bathrooms. Students were in favor of Senate Bill 218 which would provide an outlet for students to report incidents to administration or counselors involving vaping on campuses. Senator Meredith stated he would also amend the bill to include an increase in the legal age to purchase e-cigarettes from 18 to 21 (Education Week, 2019).

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Twelve-year-old Hannah Piedad first encountered vaping-an electronic form of smoking-at a New Year's party. It was the smell that got her attention.

"I was intrigued because it smelled just like maple syrup," she said.

Now the student at Johnson County Middle School in eastern Kentucky has testified before lawmakers in this tobacco state that e-cigarettes have become commonplace at her school despite a state law requiring a person to be at least 18 to buy them.

Piedad and her classmates told state lawmakers Wednesday that they regularly find their peers vaping in the bathroom, with many hiding the products in plain sight. They plug them into their laptops to fool teachers into thinking they just have a USB storage device or they carry them around in water bottles with secret compartments.

See Also: 'Juuling' and Teens: 3 Things Principals and Teachers Need to Know

"Imagine a whole generation of us, but addicted to nicotine. That is what's happening all across Kentucky right now," warned Emily Farler, 13.

The students' testimony before the Kentucky Senate Health and Welfare Committee highlights a challenge for tobacco companies, which have bet their future on e-cigarettes and other vaping products. But those products have drawn the scrutiny of federal regulators, who blame their flavored varieties for appealing to children and halting what had been a steady decline of youth smoking rates.

Altria, one of the world's largest tobacco companies, has purchased a nearly $13 billion stake in Juul Labs, one of the leading makers of e-cigarettes. Recently, those companies have been trying to persuade state legislatures across the country to raise the tobacco age to 21 in an effort to address concerns by the Food and Drug Administration. Similar proposals have been filed in Tennessee, Delaware, and Arkansas. And last week, Virginia became the seventh state to raise the tobacco age to 21.

But lawmakers in Kentucky, one of the country's largest tobacco-producing states, rejected a similar effort on Monday. Republican state Sen. Stan Humphries, who is a tobacco farmer, declared just before that vote that "tobacco is still king."

But Wednesday' testimony from the middle school students appears to have revived efforts to raise the vaping age in Kentucky. The students urged passage of Senate bill 218, which would set up a way for students to anonymously report concerns about vaping at their public schools.

Following the student's testimony, Republican Sen. Steve Meredith said he would amend the bill to include a ban on people 21 and younger from purchasing e-cigarettes and other vapor products.

It would still allow 18-year-olds to purchase traditional cigarettes and chewing tobacco.

"If you can't get the whole pie I'll settle for half the pie. This is a good start," Meredith said.

All tobacco products, including e-cigarettes, are already illegal for anyone under 18 in Kentucky. But Meredith said 80 percent of high school seniors turn 18 before they graduate, offering a potential conduit for the products into public schools. E-cigarettes contain nicotine, and a 2016 U.S. Surgeon General report concluded youth exposure to nicotine of any kind can cause addiction and harm brain development.

Juul Labs spokesman Ted Kwong declined to comment about Meredith's proposed amendment, which would affect Juul products but not traditional tobacco products.

Earlier in the week, Kwong said the company supports raising the minimum purchase age for all tobacco products and is "committed to preventing youth access of JUUL products, and no young person or non-nicotine user should ever try JUUL."

It's unclear if Meredith's proposed amendment will have enough support to pass this year. But the middle school students were delighted their testimony inspired Meredith to try again.

"I think that's pretty cool," said 13-year-old Constance Martin. "Normally when you think of like a middle school kid you just think they are going to, like, go home and play video games. But no, we are here testifying in front of a committee. That's wild."

Related Video
JUULs are easy to hide, have a flavored smell, and don't emit much vapor. So how is a teacher to know if a student is JUULing, or vaping, in class?
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In Tobacco State, Students Testify About Youngsters' Vaping

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Twelve-year-old Hannah Piedad first encountered vaping-an electronic form of smoking-at a New Year's party. It was the smell that got her attention. "I was intrigued because it smelled just like maple syrup," she said.

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Exploration Option 3 - Education Dive Article  (Step 2)

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Exploration Option 3 - Education Dive Article  (Step 2)

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Dual Credit Classes

The article highlights the rising number of students taking dual credit classes in high school in order to earn college credit. Statistics show that a higher percentage of white and asian students take dual credit courses, compared to hispanic and black races. Percentages are also higher among students coming from parents who completed higher education, as opposed to simply a high school diploma (Paterson, 2019).

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Black and Hispanic students, as well as those whose parents only completed high school or dropped out, are less likely to participate in dual enrollment classes, according to a new report from the National Center for Education Statistics (NCES) that followed students who were ninth-graders in 2009.

The study, which last surveyed the students in 2016, found that 38% of white and Asian students took college-level courses while in high school, compared to 30% of Hispanic and 27% of black students. In addition, 42% of high school students whose parents earned a bachelor's degree took a course for postsecondary credit while 33% of those whose parents earned only a high school diploma did the same.

About 80% of the dual-enrollment courses were administered at the students' own high school while between 11% and 26% were held at colleges, with the higher rates occurring in urban settings. In rural areas, 12% of dual-credit classes were taken online.

Dive Insight:

The number of students taking college courses in high school is on the rise, and several states are supporting dual enrollment opportunities, with some offering them for free.

Advocates point to research that shows getting high school credit for college-level courses can improve high school grades and completion rates as well as make it more likely students will enroll in college and get a diploma efficiently.

In September, three prominent foundations awarded a $1.2 million grant to the national College in High School Alliance, which represents 62 national and state organizations supporting the concept. The alliance plans to use the funds to develop "policy tools to propel the college in high school field into a major education reform movement," focusing on serving low-income students.

Other research, however, suggests dual enrollment programs aren't reaching marginalized groups. Other concerns include when college-level courses are taught by high school teachers and confusion once a student gets to college about whether and how those credits count.

In August, The Hechinger Report published a detailed review of the trend, noting that while dual enrollment offers benefits, critics have discovered loopholes, including a case where high school students in Ohio were getting college credit for physical education classes. The broad guidelines for such courses were then tightened by state legislators.

The article highlighted other concerns, including that programs might water down college coursework while diluting the value of high school education; be taught by unqualified instructors due to strong demand for dual-credit classes; and mostly serve students who have strong academic skills rather than those who need more support on the path to college.

Top image credit: Getty Images

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Data show inequity in who takes dual enrollment classes

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Black and Hispanic students, as well as those whose parents only completed high school or dropped out, are less likely to participate in dual enrollment classes, according to a new report from the National Center for Education Statistics (NCES) that followed students who were ninth-graders in 2009.

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American School Counselor Association (2015). The school counselor and child abuse and neglect prevention. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ChildAbuse.pdf

American School Counselor Association (2018). Professional distance, dual relationships & boundaries. Retrieved from https://videos.schoolcounselor.org/professional-distance-dual-relations-boundaries

American School Counselor Association (2019). Legal and ethical. Retrieved from https://www.schoolcounselor.org/school-counselors-members/legal-ethical

Child Welfare Information Gateway (2003). The role of educators in preventing and responding to child abuse and neglect. Retrieved from https://www.childwelfare.gov/pubs/usermanuals/educator/

Education Week (2019).

In tobacco state, students testify about youngsters' vaping. Retrieved from https://www.edweek.org/ew/articles/2019/02/27/in-tobacco-state-students-testify-about_ap.html

National School Boards Association (2011). Off-campus, online student speech cases chart. Retrieved from https://www.nsba.org/campus-online-student-speech-cases-chart

National School Boards Association (2012). Anti-bullying statues by state. Retrieved from https://www.nsba.org/anti-bullying-statutes-state

Paterson, J. (2019). Data show inequity in who takes dual enrollment classes. Retrieved from https://www.educationdive.com/news/data-show-inequity-in-who-takes-dual-enrollment-classes/548214/

Sikes, A. (2008). A school counselor’s guide to reporting child abuse and neglect. Journal of School Counseling, 6(25), 1-21.

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Child abuse and neglect involves physical or emotional harm to a student. Children suffering from abuse or neglect often experience social and emotional issues, have difficulties building healthy relationships with others, and could possibly become abusers themselves in the future. It is crucial that school counselors advocate for these students by reporting suspected cases, making referrals to outside agencies, and providing adequate support to students in need (ASCA, 2015).

The Fam. Code § 261.101 states educators in Texas have a legal responsibility to report any suspicion of abuse or neglect within 48 hours upon learning about the incident. Reports must be made by the person who suspected the abuse or neglect, not passed on to another individual to report (ASCA, 2019). Though counselors may often be the ones to discover possible abuse or neglect among students, it is not their responsibility to report the information for other educators.

In the future, it is imperative that I understand the laws pertaining to reporting child abuse and neglect. Failing to understand these laws could cost me my job or could cause abuse to continue in households. As a counselor it is also my responsibility to attempt to prevent abuse from occurring by incorporating effective prevention programs in the school. In the future, I will look after the physical and mental well-being of students by supporting them both socially and emotionally. I hope to empower students to speak up about difficult situations and provide helpful ways to escape dangerous and harmful circumstances.

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Topic of Interest to Me - Child Abuse & Neglect  (Step 3)

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Topic of Interest to Me - Child Abuse & Neglect  (Step 3)

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After reading the websites and articles, I am most interested in the topic of child abuse and neglect, including the laws pertaining to when and how to report incidents. In my opinion, many children lack confidence or knowledge about how to speak up about personal experiences of abuse to adults in schools. As a counselor, I hope to one day be an advocate for students suffering from abuse or neglect by providing a loving and safe environment and protecting students from harmful situations.

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Child Abuse - Peer Reviewed Article (Step 4)

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Child Abuse - Peer Reviewed Article (Step 4)

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When searching in the Angelo State University library, I read an insightful peer reviewed journal concerning the steps a school counselor takes in order to identify, report, and prevent child abuse and neglect. The author describes behavioral and physical indicators, how to make reports to CPS, what to do after a report, and types of prevention programs or resources needed in schools.

Sikes, A. (2008). A school counselor’s guide to reporting child abuse and neglect. Journal of School Counseling, 6(25), 1-21.

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The Child Welfare Information Gateway website provides useful information regarding the laws dealing with reporting child abuse and neglect. The website provides information that includes how to recognize the issue, report information, support students that are maltreated. The website also provides sample reports and checklists to help educators understand the process clearly.

https://www.childwelfare.gov/pubs/usermanuals/educator/

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The Role of Educators in Preventing and Responding to Child Abuse and Neglect - Child Welfare Information Gateway

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This manual examines the roles that teachers, school counselors, school social workers, school nurses, special education professionals, administrators, and other school personnel have in helping maltreated children, including recognizing, reporting, and preventing child abuse and neglect.